This study investigated the primary factors that encouraged cooperative behaviors in elementary and junior high school students by focusing on class group identity, students’ class pride, and the values that students respect. Participants were 277 fifth grade students and 248 third grade junior high school students. The results were as follows.(a) Class group identity stimulated cooperative behaviors, and the primary factors affecting this identity were pride and respect in both elementary and junior high school students.(b) Pride contributed to class group identity more than respect among elementary school students.(c) In comparison to elementary school students, respect had a greater impact on class group identity and cooperative behaviors among junior high school students.

The purpose of this study was to examine the effects of a revised intervention program for enhancing the functionality of help-seeking, especially help-seeking skills. First, the effects of an intervention program before revision (a 90-minute single session without homework) was not significant between university students receiving intervention (n=32) and the control group (n=34). Second, a revised intervention program (three sessions, 45 min., 60 min., and 10 min., with homework) was developed and conducted. Participants were 12 university students in the intervention group and 32 students in the control group. Results of ANOVA showed an interaction effect with the scores of help-seeking skills in the intervention group increased. The necessity of developing valid measurements to evaluate effects and considering the characteristics of target population was discussed.

In this study, the authors generated a model that shows how schools can operate their special needs education systems. We organized and integrated interview survey data, collected in 2018, of four school administrators who promoted special needs education at their respective elementary and junior high schools. The results suggested that the following are needed for special needs education to function well: (1) leadership of the school administrators in managing schools according to the situations that arise; (2) a central role of the special needs education coordinators for the cooperation and coordination of teachers and staff members; (3) a school committee where special support policies for children can be shared; (4) the knowledge and cooperation of teachers and staff members with which they can support children; and (5) the cooperation and collaboration among the government, parents, specialists, and so on both within and outside the schools.

The purpose of this study was to investigated behavioral adaptation and support status after students, who completed social skill training (SST) in LD resource rooms in elementary school, entering junior high school. How schools can provide guidance for self-reliance activities in elementary schools and support in junior high schools were also examined. The results suggested that students who completed SST adapted generally well to junior high school; that SST related to “building relationships with friends” and “controlling emotions” was useful at junior high schools, and that continuous individual support in the regular classrooms of junior high school is necessary for school adaptation.

We observed and quantitatively compared talking (whispering and chattering) by eight junior high school students who had conspicuous problematic behaviors in class and the restraint by four teachers against them. The results suggested that the following four guidelines are useful in reducing students’ talking in class: (a) the restraint must be strong enough; (b) the restraint must occur immediately after the occurrence of talking; (c) the restraint must be applied to all talking, and (d) the motivation for talking must be weakened. The first author then implemented strategies based on these four guidelines in the same junior high school classes and found that students’ talking was reduced.

During the pandemic, many university counseling centers have served various support roles. The purpose of this paper is to report on the practice of university student support offered by A University based on three subjects previously identified in the first half of 2020: that is, (1) the promotion of the exploitation of online tools; (2) the enhancement of team support; and (3) the long-term monitoring of students’ mental health. Regarding the promotion of the exploitation of online tools, more than 50% of counseling were conducted online in the second half of 2020, demonstrating its usefulness. On the other hand, the existence of support that can only be provided face-to-face was recognized once again. Regarding team support, we reported the team support that was promoted by the survey for faculty members. Regarding long-term monitoring, we conducted a survey on the mental health of students six months after the outbreak, and reported the student support based on the results of survey. In addition, we considered the impact on students of the prolonged duration and normalization of restrictions.

The purpose of this research was to examine the awareness of school crisis prevention among high school principals and teachers participating in student counseling and guidance. In Study 1, the effect of high school principals’ (n=41) awareness of the notifications from the board of education requesting crisis prevention measures on the satisfaction with crisis prevention initiatives at schools was investigated. In Study 2, the difference in perception of school crisis prevention by role between principals (n=43) and teachers participating in student counseling and guidance (n=76) was investigated. Based on these results, high school principal’s awareness of school crisis prevention was discussed.

The purpose of this study was to examine the effect of cover-copy-compare (3C) on writing kanji words for a child with pervasive developmental disorder. A boy in the 5th grade of elementary school with pervasive developmental disorder was taught kanji words using 3C during the study time of an after-school daycare service. The effects were examined using multiple baseline design across stimulus sets. The results showed that the 3C instruction increased the number of correct responses in all stimulus sets. In addition, the maintenance of effect was observed in three of the four stimulus sets one month after the end of the instruction.